Common Sense An Influence on American Independence Essay

What would influence you to fight for American Independence? Would your familys’ views, your friend’s views, or the views of a political pamphlet influence you? In the beginning of the American Revolution, a man by the name of Thomas Paine wrote a political pamphlet that would influence many Americans to fight for independence from Britain. Thomas Pain used several ideas that include government is a necessary evil, America will eventually be independent, Britain will always oppress the American Colonies to influence the American People, and the importance of allies. Thomas Paine was born on January 29th, 1737 in Thetford, England. He began working for his father at the age of 13 which is when his formal education ended. He became a†¦show more content†¦It was also widely popular. It was not only popular in America but also in Britain as well. It was later translated into Spanish, French, and German. The ideas in Common Sense played a significant role in independence in South America in the nineteenth-century (Claeys). Thomas Paine was able to influence the American people because of his ideas about government he included in the pamphlet. Thomas Paine begins Common Sense with the idea that government and society have different means and are often confused with each other. He states that â€Å"society is produced by our wants†, it is positive by â€Å"uniting our affections†, it â€Å"encourages intercourse†, and is a â€Å"patron† (Paine). Paine describes government as begin the opposite. He describes government as being produced by â€Å"our wickedness†, it promotes â€Å"negatively by restraining our vices†, â€Å"creates distensions, and government is a â€Å"punisher† (Paine). In conclusion to this, he describes government as â€Å"a necessary evil† (Paine). Government is a necessary evil because a government is needed to regulate a society and â€Å"protect life, liberty, and property†. He proposes the American Colonies are in need of a new government. He gives suggestions on how government officials should be elected. He also suggests that a â€Å"Continental Charter† be written at a Constitution Conference†. The type of government he proposed was a republican government. Paine suggests that only representation is crucial to â€Å"the strength ofShow MoreRelatedHow Did Thomas Paine Influence The American Revolution795 Words   |  4 Pagesaccepted â€Å"Common Sense†. He is one of the Founding Fathers of the United States and had a major influence on the American Revolution by helping shape many of the ideas that marked the Age of Revolution. His extremely popular Common Sense pamphlet (which I will be discussing in this essay) was the first pamphlet to advocate for American Independence. Common Sense is the best-selling book in American history, a statistic that speaks to the power that the book held. Paine wrote Common Sense due to theRead MoreThomas Paine Common Sense Analysis772 Words   |  4 PagesPaine’s Common Sense â€Å"My country is the world, and my religion is to do good† (Thomas Paine common sense). Thomas Paine was an English-American political activist and philosopher who changed the world through his words and writing. In Common Sense, distributed in January 1776, the pamphlets sold in the thousands and was extremely persuasive. It transformed a neighborhood uprising into a War of Independence and Thomas Paine was given the title Father of the American Revolution. He challenged greatRead MoreAn Unsung Hero in the Story of Americas Independence1133 Words   |  5 PagesAn Unsung Hero in the Story of America’s Independence Thomas Paine was a political philosopher, a solider, an abolitionist, and one of the most significant supporters of the American war for independence. Thomas Paine is most notably recognized for his pamphlet, Common Sense, which he wrote during the early stages of the American Revolution as a call to the colonists to join together and support the fight for independence. Unfortunately, besides this pamphlet, Paine is often unknownRead MoreThomas Paine s Common Sense Essay813 Words   |  4 PagesThomas Paine began writing Common Sense in late 1775 under the working title of Plain Truth. With Benjamin Rush, who helped him edit it, publish it, and suggested the final title, Paine developed his ideas into a forty-eight page pamphlet. He published Common Sense anonymously because of its treasonable content. Rush recommended the printer Robert Bell, promising Paine that, where other printers might say no because of the content of the pamphlet, Bell would not hesitate nor del ay its printing. PaineRead MoreThomas Paine s Political Pamphlet925 Words   |  4 PagesPaine’s political pamphlet entitled Common Sense was a very inspirational piece of writing. Common Sense stirred the American colonists who were pursuing independence. It was also a persuasive piece of writing for the American colonists who were unsure if they wanted to split their ways with Great Britain, or not. Throughout the political pamphlet Paine argues that the colonist were not dependent on Great Britain. He makes powerful points regarding how the American colonies would interact if they wereRead MoreThomas Paine : Common Sense As A Historical Source882 Words   |  4 Pagespamphlet Common Sense. The pamphlet persuaded the colonists to declare independence from England, and take up arms in the Revolutionary War. Common Sense was highly effective in motivating the colonists to permanently separate from England and form a new nation. In American history, Thomas Paine became known as one our founding fathers. Paine’s influence on American history is vastly significant, and remnants of that influence continues to be an aspect of our nation today. When analyzing Common SenseRead MoreCommon Sense By Thomas Paine992 Words   |  4 PagesA poet once said, â€Å"There are two documents in American history that made America what it is today. Common Sense by Thomas Paine was inspiring to many American colonists as it was persuasive in showing how the colonists should have their own independence. Paine appealed the average citizen’s rationale, hence the title Common Sense. Paine’s pamphlet illustrates the importance of independence, and argues that colonial life under British rule was detrimental to America’s potential to become prosperousRead MoreThomas Paine Common Sense Analysis1052 Words   |  5 PagesThe birth of a nation does not happen overnight nor with one word. One can clearly see how words and ideas have an impact on people ’s thoughts and writing by examining â€Å"The Declaration of Independence† and Thomas Paine’s â€Å"Common Sense.† Basically, the two documents echo principles stated in John Locke’s â€Å"Second Treatise of Government,† and share a style of expressing their feelings on national issues; the authors examine and give reasons for colonial problems with the government and offer a solutionRead MoreThe s Belief That All Men1295 Words   |  6 PagesPaine was available for the public ten months and two days before Common Sense. Despite the difference in publishing dates these two written works provide numerous similarities. For example, On African Slavery is addressed â€Å"To Americans:† (Paine 1) and Common Sense is similarly â€Å"Addressed to the Inhabitants of America† (1). Furthermore, both written works address Paine’s belief that all men are â€Å"originally equals† (71). In Common Sense, Paine uses this belie f to discuss hereditary succession and monarchyRead MoreThomas Paine And The American Revolution1015 Words   |  5 PagesMarina Morrison HIS 211-02 October 1, 2015 To Understand Thomas Paine’s Ideas, All it Takes is Common Sense Out of all of the leading figures of the American Revolution, Thomas Paine stood apart from the rest. To say the least, Paine transformed a small colonial town into what is known as the American Revolution. The book, Common Sense reveals much about Thomas Paine’s ideas and efforts of independence from Britain. The arguments he proposed and ideas he shared demonstrate the passion he attains

Lobbying And Anticipated Obstacles Of The Legislative Arena

Lobbying Anticipated Obstacles According to Milstead, â€Å"success in the legislative arena is much like a three-legged stool, with each leg essential to the sturdiness of the stool as a whole† (Milstead, 2013, p. 53). Professional lobbyist, grassroots lobbyist, and money make up the legs of the stool. Effective influencing and persuasion would determine the success of this proposed policy. The three legs of lobbying can be used with obesity advocacy. â€Å"Building trusting relationships, demonstrating interest and concern for the public good, and providing information on issues important to the nursing profession are all things that can be done through regular participation in all aspects of the legislative process† (Milstead, 2013, p. 55). Professional Leg one represents professional lobbyist, who influence and persuade government entity to achieve the particular outcome proposed (Milstead, 2013). Anyone can be a lobbyist, but it is usually someone from a special interest group who are seen as experts. These individuals give advice to policy and lawmakers regarding issues and rationales as to why one should or should not support certain issues (Milstead, 2013). For this policy to be successful and gain momentum, use of professional lobbyist is required. Examples of professional lobbyist would include the American Nurses Association (ANA), and Emergency Nurses Association (ENA). Advancements in policies can be achieved with support backed by these organizations andShow MoreRelatedEssay on Access to Mental Health4536 Words   |  19 Pagestremendous health care need, pursues to decrease the damage affected by tobacco in a vulnerable group. The program likewise moves endeavors in the community, which best suits the target populace, utilizes peers to diminishing learning or customary obstacles that may happen and enhances associations with stakeholder. 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It has only been companies in the front-line sectors such as oil, chemicals, power and cars that have gone beyond a reactive and tactical approach to green issues. However, by

The Way In Which Numeracy Is Taught Education Essay Free Essays

string(188) " that the bulk of instructors include merely one or possibly two of the five positions during a teaching session but will integrate all of them in their instruction over a period of clip\." The survey sets out to look into the manner in which numeracy is taught and learned at a Further Education College in Staffordshire. Secondary research has been carried out by the writer into the undermentioned countries ; numeracy, criterions and course of study, appraisal, instruction and larning numeracy, formative appraisal and feedback, staff and staff preparation and good pattern in numeracy. Numeracy â€Å" Numeracy is the cognition and accomplishments required to efficaciously pull off and react to the mathematical demands of diverse state of affairss. We will write a custom essay sample on The Way In Which Numeracy Is Taught Education Essay or any similar topic only for you Order Now Numerate behavior is observed when people manage a state of affairs or work out a job in a existent context ; it involves reacting to information about mathematical thoughts that may be represented in a scope of ways ; it requires the activation of a scope of enabling cognition, factors, and procedures † ( Gal et al. , 2003, p4, online ) . Masters and Forster ( 2000, online ) agree that numeracy ability depends on the grownup scholar ‘s ability to use mathematical cognition and accomplishments in a assortment of personal and societal contexts. A utile sum-up of the different contexts of numeracy usage can be seen in Appendix a. Appendix B besides shows the contexts in which effectual numerate behavior is necessary. Numeracy accomplishments for mundane life can be found in undertakings such as managing money, comparing monetary values when shopping, clip direction, doing travel and vacation programs, playing games of opportunity, understanding athleticss tonss, reading maps and utilizing measurings when cookery or making DIY, harmonizing to Gal et Al. ( 2003, online ) . The contents of Appendix a and Appendix b support this claim. Unfortunately, both numeracy and mathematics are widely disliked ; some people may even be numerophobic and have an irrational and unlogical fright of Numberss. Pert ( 2009, online ) suggests many people will really squeal to detesting figure work and make what they can to restrict their battle in this country. The undermentioned subdivisions detail information about some elements of the grownup numeracy larning substructure ( Figure 1.1 ) in the order of the learning rhythm depicted in Figure 2.1, as a consequence of secondary research carried out by the writer. Figure 2.1: The acquisition rhythm ( TUC, 2004, p76 ) g. Progression to other instruction, preparation or employment a. Need identified B. Appraisal Screening Initial and diagnostic appraisals Interview f. Achievement Summational assessment/qualifications Information, advice and counsel c. ILP Negotiated, realistic, relevant marks Curriculum referenced d. Learning Meaningful and relevant to reflect ILP Monitored, recorded advancement with feedback d. Learning Meaningful and relevant to reflect ILP Monitored, recorded advancement with feedback e. Review Formative appraisal Revisit ILP -Standards and Curriculum ( elements 1 and 2 of Figure 1.1 ) The Adult Numeracy Core Curriculum has been based on the National Standards ( DfES and BSA, 2001 ) . The course of study specifies the numeracy accomplishments, cognition and apprehension that are required to run into the nationally agreed benchmarks at each of the five degrees ( Entry Level 1, Entry Level 2, Entry Level 3, Level 1 and Level 2 ) . -Assessment ( elements 3, 4, 6 and 8 of Figure 1.1 and subdivisions a, B, vitamin E and degree Fahrenheit of Figure 2.1 ) Assorted grounds suggests that good appraisal procedures are of import for effectual instruction and accomplishment of scholars, including that of Black and Wiliam ( 2003 ) and Clarke, Timperley and Hattie ( 2003 ) . In add-on to this, The Department for Education and Skills ( DfES ) ( 2002a ) acknowledge that different appraisal procedures are needed at the different phases of the larning journey. Beevers A ; Paterson ( 2002 ) study that the intent of appraisal includes informing pupils of their strengths and failings in order to enable them to better and go more confident. DfES ( 2002b ) agree that assisting scholars to understand their acquisition strengths and failings gives them assurance in their ability to better their accomplishments. DfES ( 2002c ) summarised the procedure of numeracy appraisal as shown in Figure 2.2. Figure 2.2: Summary of Numeracy Assessment ( DfES, 2002c ) Screening For possible demand Initial Assessment For degree of accomplishments Diagnostic Assessment For elaborate scholar profile to inform ILP Formative For regular reappraisal of advancement to inform acquisition programme Summative For National Test or making, completion of ILP Figure 2.2 shows that, typically, numeracy scholars will hold a showing, initial appraisal and diagnostic appraisal to place their strengths and countries for development, therefore enabling instructors to put them on a class at the appropriate degree. This process is besides recommended by Sewell ( 2004, online ) , McIntosh ( 2005, online ) and CERI ( 2008, online ) . DfEE ( 2001, online ) and Stott and Lillis ( 2007, online ) identify that deficiency of these appraisals is a major factor in lending to the failure of grownups to take part and come on, hence consolidating the demand. DfEE ( 2001, online ) recommends that a senior member of staff should be defined as holding overall duty for the initial and diagnostic appraisals and for the production of the Individual Learning Plan ( ILP ) . Pert ( 2009, online ) substantiates this saying that organizational good pattern includes holding a nucleus squad with duty for naming numeracy concerns, a robust system of showing, initial appraisal and diagnostic appraisal to find scholars ‘ accomplishments degrees in numeracy and a named coach who is responsible for reexamining and supervising a scholar ‘s advancement. – Teaching and Learning Numeracy ( elements 5 and 7 of Figure 1.1 and subdivision vitamin D of Figure 2.1 ) Pratt ( 1998 ) identified five chief positions on instruction, summarised in Table 2.1. Table2.1: The Five Main Positions on Teaching ( Pratt, 1998 ) Position Features of instructors Transmission Focus on content and find what scholars should larn and how they should larn it. Feedback is directed at scholar errors Developmental Value scholars ‘ anterior cognition and direct acquisition to the development of concluding and problem-solving accomplishments Apprenticeship Provide scholars with reliable undertakings in real-life scenes Fostering Focus on the interpersonal elements of acquisition and hearing and respond to scholars ‘ emotional and rational demands Social reform Relate thoughts explicitly to the lives of the scholars Benseman, Lander and Sutton ( 2005, online ) found that the bulk of instructors include merely one or possibly two of the five positions during a teaching session but will integrate all of them in their instruction over a period of clip. You read "The Way In Which Numeracy Is Taught Education Essay" in category "Essay examples" In contrast, Derrick and Ecclestone ( 2006, online ) suggest it is normally ( although wrongly ) thought that mathematics is about â€Å" truths † and can merely be taught through a â€Å" transmittal † attack where scholars are treated as â€Å" inactive † receivers of information. Masters and Forster ( 2000, p3, online ) confirm the position that â€Å" pupils are more likely to go successful, independent scholars when they are encouraged to appreciate acquisition as a womb-to-tomb procedure of single growing through the development of new accomplishments, deeper apprehensions, and more positive attitudes and values. † Ciancone ( 1988, p8, online ) states that â€Å" The numeracy coach must set up an unfastened relationship with the scholar in order to be cognizant of the person ‘s demands and at the same clip must be familiar with the acquisition of mathematical constructs and the construction of the hierarchy of accomplishments in order to find an appropriate docket of direction. † new wave Groenestun ( 2003, p233, online ) agrees that â€Å" The art of instruction is to make and ease acquisition environments in which acquisition is possible and to steer scholars in their acquisition activities. † Admiting this, Ginsburg, Manly and Schmitt ( 2006, online ) province that numeracy coachs need to be familiar with the mathematics needed to pull off the demands of household, workplace, community and farther instruction. Skemp ( 1971 ) distinguished between two different attacks to learning and larning mathematics known as instrumental apprehension and relational apprehension. The former involves memorizing and routinely using processs and the latter involves assisting the scholar to develop their ain apprehension by learning for intending. Van Groenestun ( 2003, online ) besides believes that it is non plenty to simply see which numeracy accomplishments need to be taught but that it is vitally of import to take into history the manner in which they are taught and the manner in which they are learned by grownups. If a peculiar degree of numeracy is non wholly understood, the acquisition of any other constructs could be hindered. Ciancone ( 1988, online ) refers to a survey carried out by Skemp which compared schematic ( conceptual construction ) and rote acquisition. In footings of per centum callback, more than double the figure of campaigners who were taught by conventional methods remembered what they had learned than those taught by rote. In add-on, after four hebdomads merely 15 % of those taught by a conventional attack had forgotten their new cognition compared with 75 % of those taught by rote. It can hence be seen that the manner numeracy is delivered affects the manner a accomplishment is remembered which in bend affects the acquisition of other constructs based on that accomplishment. Several research workers cited in Coben et Al. ( 2005, online ) province that the capableness to make mathematics is localised within the encephalon and that many of the troubles that grownups face when larning really stem from the archpriest encephalon architecture. Other grounds besides suggests that additions in numeracy may be by and large more dependent on features of scholars and categories instead than on those of instructors and learning manners used ( Coben et al. , 2006, online ) . Van Groenestun ( 2003, online ) suggests the manner grownups learn in out-of-school state of affairss differs from the manner kids learn in school, irrespective of the instructors. Adults tend to treat new information by â€Å" acquisition by making † and therefore necessitate to be able to read, watch or listen to information, place cardinal points, communicate and discuss with others and reflect on possible deductions of their new cognition. From this it can be seen that the literacy accomplishments of an grownup can impact their acquisition of numeracy accomplishments. It is believed that scholars who have a good consciousness of how they learn are more effectual at puting their ain ends, developing a assortment of larning schemes and measuring their ain advancement ( Centre for Educational Research and Innovation ( CERI ) , 2008, online ) . Kirby and Sellers ( 2006, online ) recommend that coachs should prosecute scholars in â€Å" metacognitive consciousness † so that they can look into how they learn best as an person. The development of numeracy ability involves the acquisition of cognition and accomplishments every bit good as their application in existent state of affairss ( Dingwall, 2000, online ) . Therefore, the more independent the scholar, the more likely they are to be able to use their cognition and show numerate behavior. Brookes et Al. ( 2001 ) concluded that grounds about the impact of general grownup numeracy tuition was thin and undependable. Benseman, Lander and Sutton ( 2005, online ) besides found that there are really few empirical surveies of existent numeracy pattern. Interestingly, Benseman, Sutton and Lander ( 2005, online ) were unable to place any research during their reappraisal that discussed factors associated with advancement in numeracy or appraisal and its consequence on larning results. . Harmonizing to research carried out by Benseman, Lander and Sutton ( 2005, online ) most instructors tend to learn the manner that they themselves were taught because they were successful in those formal acquisition environments and because they do non hold adequate cognition of grownup larning theory and alternate theoretical accounts of bringing. They besides found that numeracy nosologies had taken topographic point and numeracy instruction was clearly linked to the diagnostic consequences and that numeracy teachers often concentrate their instruction on specific mistakes being made by scholars. Ironically, in the same twelvemonth, Bhattarai and Newman found that grownup numeracy programmes which really respond to scholars at their bing degree of mathematics were highly rare which links with the findings of DfEE ( 2001 ) , four old ages antecedently, that merely 15 % of suppliers carry out an initial appraisal to find numeracy demands, demoing that small advancement has been made in this country. Coben et Al. ( 2006, online ) discovered that the most common methods of category administration were whole category instruction or persons working on their ain. Very small group work was found. Very few instructors used concrete objects, games, computing machines or reckoners. Worksheets were used extensively but really few instructors used text books. The bulk of instructors used a scope of activities although alarmingly, merely about 50 % differentiated work and made connexions to other countries of maths. Benseman, Lander and Sutton ( 2005, online ) , found that instructors talked for up to 60 % of the ascertained session and there were few chances for scholars to discourse their new accomplishments. Many inquiries were asked by the instructors but these tended to be â€Å" closed † and were non used as scaffolds for farther acquisition. Most instructors used a comparatively little scope of learning methods. In contrast to Benseman, Lander and Sutton ( 2005, online ) , Coben et Al. ( 2006, online ) , discovered that numeracy learning activities most normally used by coachs include utilizing mundane stuffs, problem-solving, worksheets, gauging activities, utilizing concrete stuffs, co-operative job resolution, utilizing reckoners, presentations, critical numeracy activities, computing machines, little group work, mystifiers and games and vocabulary edifice activities. -Formative Assessment and Feedback ( element 5 and 7 of Figure 1.1 and subdivision vitamin E of Figure 2.1 ) Black and Wiliam ( 1998 ) define appraisal by and large as activities which are undertaken by both instructors and scholars in order to measure themselves and supply information which can so be used to modify instruction and acquisition. They suggest that appraisal merely becomes â€Å" formative † when the information gathered is really used to alter the instruction in order to run into the demands of the scholar and take their acquisition frontward. Pert ( 2009, online ) points out that even when groups have been set up harmonizing to their numeracy degree, scholars will still hold a scope of single demands. It is hence good pattern to include little, regular appraisals to guarantee scholars have understood a taught subject before come oning onto the following subject. If necessary, alteration of larning ends documented on the ILP can so take topographic point. Defined by CERI ( 2008, online ) , formative appraisal really refers to patronize, synergistic appraisals of pupil advancement and apprehension which are used to find future larning demands and differentiated instruction. Formative appraisal is â€Å" assessment for larning † and is a cardinal constituent in good instruction and acquisition pattern. Information gained from formative appraisal should be used to accommodate instruction and acquisition activities and can be used to put marks for future larning. Many research workers agree that formative appraisal should underscore advancement and accomplishment and addition scholars ‘ motive ( Ciancone, 1988, online, ALI, 2002, Beevers and Peterson, 2002 and Stott and Lillis, 2007, online ) . DfES ( 2002b ) confirm that appraisal should inform the development and reappraisal of ILP ‘s and that measuring is an indispensable portion of the planning procedure. Black and Wiliam ( 1998 ) and Her Majesty ‘s Stationery Office ( HMSO ) ( 2005 ) suggest that formative appraisal is an indispensable portion of and indivisible from effectual instruction and direction at all degrees. Similarly, learning which includes formative appraisal helps pupils to get â€Å" larning to larn † accomplishments which should help them with future larning throughout their lives, besides helps to raise degrees of pupil accomplishment and helps instructors to run into the diverse demands of scholars ( CERI, 2008, online ) . It emphasises the procedure of instruction and acquisition and involves scholars in that procedure. Derrick and Ecclestone ( 2006, online ) province that formative appraisal should supervise learner public presentation against set marks, give feedback on the following stairss necessary for betterment, step scholar advancement, enable scholars to take charge of their ain acquisition, promote independency and advance self-reflection. Bimrose et Al. ( 2007, online ) suggest it should be carried out at the beginning of or during a learning programme in order to better the quality of acquisition and the consequences used to reexamine and modify a programme of acquisition. Harmonizing to Black ( 1999 ) and Briggs and Ellis ( 2008 ) , formative appraisal is the analysis of pupils ‘ acquisition to detect what they know, understand and can make and the appropriate response during instruction and acquisition to guarantee it informs future planning and learning. They besides all province that formative appraisal is the analysis of pupils ‘ acquisition and the appropriate response after the instruction. In comparing, Beevers and Paterson ( 2002 ) position formative appraisal as an appraisal which is merely undertaken during a class or faculty and non after the instruction has taken topographic point. There is no uncertainty, nevertheless, that formative appraisal helps the scholar and instructor to reexamine advancement and that it is cardinal to the acquisition procedure ( HMSO, 2005, Briggs and Ellis, 2008 and CERI, 2008, online ) . Key characteristics of formative appraisal include set uping a schoolroom civilization which encourages interaction, supervising pupil advancement towards single acquisition ends, usage of a assortment of learning and larning methods in order to run into the diverse demands of scholars, constructive and regular feedback on scholars ‘ public presentation and the active engagement of pupils in the full acquisition procedure ( CERI, 2008, online ) . Furthermore, Black and Wiliam ( 1998, p19 ) claim that â€Å" aˆÂ ¦there is a steadfast organic structure of grounds that formative appraisal is an indispensable characteristic of schoolroom work and that development of it can raise criterions. † Unfortunately, in a survey of 15 Skills for Life coachs, Benseman, Lander and Sutton ( 2005, online ) , found really few of them used schemes or activities associated with high quality formative appraisal. Questions used were closed instead than open and merely required callback instead than higher thought accomplishments. Extensive research carried out by Black and Wiliam ( 1998 ) showed that if formative appraisal was improved, important additions and betterments in larning were besides achieved. They argue that the overall quality of instruction and acquisition can be improved by heightening instructors ‘ ability to utilize formative appraisal efficaciously. It is interesting to observe that much of the research besides showed that bettering formative appraisal helps lower attainers more than the higher attaining scholars. This implies that effectual formative appraisal of numeracy should hold a greater impact on the success of Skills for Life scholars who tend to be lower attainers. The most common signifiers of appraisal used by numeracy instructors are formative and include teacher observation, portfolios and self-assessment ( Benseman, Lander and Sutton, 2005, online ) . CERI ( 2008, online ) said feedback can be used to detect the extent of scholar apprehension and aid instructors to flip their instruction at the right degree so that scholars can go on to better their accomplishments. By supplying feedback, instructors are able to concentrate on what scholars do and make non understand and are therefore better able to set their instruction schemes to run into single demands. Adapting the instruction and larning procedure from the consequences of formative appraisal draws upon a instructor ‘s pedagogical and capable cognition and besides requires a great trade of flexibleness and creativeness on their portion. Feedback should concentrate on the issue, be specific and constructive and offer thoughts of how the scholars could better. It should non be excessively drawn-out and should ne’er stop negatively, harmonizing to Derrick and Ecclestone ( 2006, online ) . It is indispensable that feedback includes suggestions about ways to better hereafter larning public presentation ( CERI, 2008, online ) . Staff and Staff Training Dingwall ( 2000, online ) and Schmitt ( 2003, online ) rise concerns about the maths accomplishments and apprehension of instructors presenting numeracy, allow alone their numeracy learning accomplishments. A coach ‘s experience of learning numeracy has been found to positively affect scholars ‘ advancement in and attitude towards numeracy ( Cara and de Coulon, 2008, online ) . Therefore, the Government began developing compulsory instruction makings for new instructors from 2002 ( Cara and de Coulon, 2008, online and Simpson, 2008 ) . The Further Education National Training Organisation ( FENTO ) developed a new scope ( Level 2 to Level 4 ) of learning makings for numeracy coachs. Newly qualified instructors are expected to hold a generic instruction making ; for illustration, a Certificate in Education ( CertEd ) or a Postgraduate Certificate in Education ( PGCE ) , every bit good as a capable specializer making ( Level 4 ) . Those already learning Skills for Life have been encouraged to derive these makings every bit good so that by 2010, all post-16 instructors will be to the full qualified ( McIntosh, 2005, online ) . In 2004, the TUC recommended that merely to the full trained staff should be employed and it is pointed out by Benseman, Sutton and Lander ( 2005, online ) that those staff should set about regular Continuous Professional Development ( CPD ) to update their accomplishments. Interestingly, in 2005/2006, merely 29 % of numeracy instructors were to the full qualified and 18 % of them did non hold any teaching makings at all ( Cara and de Coulon, 2008, online ) . In footings of experience, nevertheless, Coben et Al. ( 2006, online ) found that in a survey of 34 instructors, they had, on norm, been learning maths or numeracy for 13 old ages and learning grownups for 8 old ages. In comparing with Cara and de Coulon ( 2008, online ) , Coben et Al. ( 2006, online ) identified that 79 % had a making in maths and 88 % had a teaching making but that merely 18 % had gained the new degree 4 making in grownup numeracy instruction. There is much grounds to propose that extremely qualified instructors lead to higher accomplishment of scholars but there is besides grounds to counter this from research that suggested that over-qualified instructors are sometimes less effectual at presenting numeracy to grownups ( Cara and de Coulon, 2008, online and Cara et al. , 2008, online ) . It is interesting to observe that numeracy specific CPD requested by respondents at a treatment group about the province of numeracy learning included practical, hands-on workshops focussed on effectual diagnostic appraisal ( Wedgbury, 2005 ) . Mackay et Al. ( 2006, online ) found that other precedence countries for professional development included covering with the demands of scholars with several disadvantages, developing accomplishments in the usage of computing machines when presenting numeracy and understanding the backgrounds and demands of peculiar groups of scholars. These research workers besides found numeracy staff requested that professional development be provided by experts and appealed for the chance to portion good instruction pattern with equals, experiencing that this would be an effectual manner to turn to any spreads in accomplishments and cognition. Presently there is an over-reliance on voluntary or parttime instructors and this presents a barrier to the development of effectual pattern ( CERI, 2008, online ) . However, holding voluntaries who have been selected carefully and good trained does enable larning to be farther tailored to individual ‘s demands ( McIntosh, 2005, online and CERI, 2008, online ) . McIntosh ( 2005, online ) recommends that larning is delivered by full-time staff and confirming research suggests that learning is less effectual overall when delivered by largely parttime staff because this can take to miss of consistence in learning attacks and less engagement in CPD ( McIntosh, 2005, online and Benseman, Sutton and Lander, 2005, online ) . So what is â€Å" Good Practice † in Numeracy? â€Å" Most scholars on grownup numeracy classs have studied the topic of numeracy or mathematics in primary and secondary school. Many have besides attended cardinal accomplishments and a Return to Study class, and helped their ain kids. They have had several different instructors and experienced assorted teaching/learning attacks. So why have n’t any of these done the fast one? † ( Kirby and Sellers, 2006 p4, online ) . Appendix c provides a sum-up of best pattern in learning and larning numeracy compiled after extended research by the writer. Possibly the importance of each pattern is emphasised by the figure of research workers citing it as best pattern. Many of the patterns mentioned in Appendix degree Celsiuss are discussed in the undermentioned text. Adult numeracy programmes are thought to be effectual if they are designed and delivered in conformity with the â€Å" best patterns † of big instruction, including associating larning to ends, constructing on old cognition and experience, doing the acquisition relevant, concentrating on scholars and their state of affairss and maximizing flexibleness ( Dingwall, 2000, online ) . The TUC ( 2004 ) expand on this, summarizing good instruction as shown in Appendix vitamin D. In footings of length of survey, research suggests that a lower limit of 100 hours per twelvemonth are necessary in order for scholars to demo some accomplishments ( Benseman, Sutton A ; Lander, 2005, online ) . McIntosh ( 2005, online ) found intensive classs over a long period of clip have proved most successful for pupils up to Entry Level or Level 1. McIntosh ( 2005, online ) and Benseman, Sutton and Lander ( 2005, online ) agree that scholars below Entry Level should hold entree to 330-450 hours of larning. Those already at Entry Level necessitate 210-329 hours and those at Level 1 need 120-209 hours. Ginsburg and Gal ( 1996, p16, online ) , back up the theoretical account shown in Figure 2.3, saying that coachs should supply chances for grownup scholars to â€Å" †¦ grok a state of affairs, make up one’s mind what to make, and take the right tool ( s ) from their â€Å" mathematical tool thorax † that will enable them to make a sensible solution † because this is what they will necessitate to be able to make in their lives. Ginsburg and Gal ( 1996, online ) besides steadfastly believe that a important proportion of Sessionss should be focussed on situational inquiries so that scholars have the chance to analyze state of affairss and determine which numeracy accomplishments are required. â€Å" Ultimately, direction should take to be more evidently utile ( maintaining pupils involved and coming ) and more cognitively meaningful ( so that pupils will be more likely to go forth the schoolroom with accomplishments that will be retained and applied ) † ( Ginsburg and Gal, 1996, p17, online ) . Figure 2.3: Model for Numeracy Tuition ( Ciancone, 1988, p11, online ) existent universe abstract concrete account motive pattern application High quality resources should be used to back up all numeracy work. Harmonizing to Pert ( 2009, online ) the chief modification factors to this are the institutional budget allocated to buying published resources and the clip instructors have available to make advanced and inspiring stuffs. It is critical that numeracy instructors recognise scholars ‘ personal attacks to work outing peculiar jobs. Teachers should do attempts to understand what the scholar is really making, how their method really works, why they have chosen this peculiar method and the success rate of their chosen method. â€Å" Merely if the scholar ‘s method is unsuccessful, arduous and has limited usage should you see enforcing an alternate algorithm † ( Pert, 2009, p19, online ) . Ginsburg and Gal ( 1996, online ) besides recommend that coachs should inquire scholars why they did what they did and what alternative method they could hold used. If the method is successful, a instructor would hold to be highly confident that a more traditional method of computation would keep important benefits for the scholars before swapping, harmonizing to Pert ( 2009, online ) . Derrick and Ecclestone ( 2006, online ) found that â€Å" student-centred acquisition † featured on a regular basis in big instruction research but it was unfastened to diverse reading by instructors. Apparently, numeracy instructors interpret this by believing that illustrations should be every bit ocular as possible, learning AIDSs should be used, illustrations should be related to the â€Å" existent universe † and accomplishments should be consolidated through alteration ( Benseman, Lander and Sutton, 2005, online ) . Using kinesthetic stuffs can increase learner motive, increase interaction and treatment and better formative appraisal due to instructors being able to detect where acquisition is taking topographic point or name any troubles ( Kirby and Sellers, 2006, online ) . They conclude that increased activity in numeracy Sessionss seems to better scholars ‘ apprehension and makes Sessionss more merriment and synergistic, but province that utilizing kinesthetic and haptic attacks requires more clip to be spent preparing resources. However, instructors have said that, irrespective of the clip spent preparing resources, they felt motivated to utilize kinesthetic attacks because of the benefits to the scholars. Kirby and Sellers ( 2006, online ) found that increased activity in numeracy Sessionss seemed to better scholars ‘ apprehension and made Sessionss more merriment and synergistic. Teachers should be encouraged to develop a repertory of oppugning techniques and portion their tho ughts with co-workers. Double, taking, rhetorical and closed inquiries are non thought to be peculiarly utile when learning numeracy because they discourage scholars from reflecting on the job or acknowledging that they do non understand the construct ( Derrick and Ecclestone, 2006, online ) . Black et Al. ( 2006 ) found a direct nexus between the types of oppugning used by instructors to look into acquisition and apprehension and improved motive of scholars. Traditionally, numeracy is taught to the whole category and so scholars work through worksheets separately but this attack allows small collaborative larning with equals in order to portion experiences. It is better pattern to advance group larning so that scholars can larn from each other and assist each other to develop solutions to the numerical jobs set ( Pert, 2009, online ) . Foster and Beddie, 2005, p6, online agree that â€Å" Human interaction is indispensable for effectual instruction and acquisition. † Ciancone ( 1988, p11-12, online ) makes the undermentioned recommendations to numeracy coachs when learning grownups which concur with the positions of writers already mentioned: Each little measure in learning a accomplishment should be consolidated before traveling on to the following measure It is better to reenforce a scholar ‘s method than to present a new method Lessons and larning stuffs should be independent and self-contained due to the irregular attending of some grownup scholars Be cognizant of the scholar ‘s reading ability and cultural background Informal larning utilizing games and mystifiers should be introduced sensitively if the scholar ‘s past acquisition experience was really academic Peer-group coaction should be encouraged since the best manner to clear up apprehension of a construct is to explicate it to person else Use single and group work, depending on the accomplishment to be learned In drumhead, harmonizing to Benseman, Lander and Sutton ( 2005, online ) , effectual numeracy instructors plan exhaustively, utilize a scope of larning activities and stuffs, inquiry scholars skillfully and give constructive feedback to scholars. Ineffective numeracy instructors ask merely general inquiries and do non put specific undertakings for scholars to show their new accomplishments. To reason, â€Å" Teaching is a professional, skilled activity. Expert instructors do non come into the schoolroom programmed with a set of regulations drawn from a manual of good instruction pattern†¦ Excellent instruction is founded on penetration, creativeness and opinion † ( Heggary, 2003, p30 cited in McNamara, 2004 ) . This literature reappraisal has investigated several countries of instruction and larning numeracy and the information gained has been used to inform the writer ‘s research tools when analyzing the larning experience of numeracy scholars at a Further Education College in Staffordshire. How to cite The Way In Which Numeracy Is Taught Education Essay, Essay examples

Emotional Affair free essay sample

Also, people have no idea how an emotional affair starts, how it differs from a friendship, the warning signs, how it can lead to something more, how it can be just as devastating as a physical affair, and how to protect their relationship from an emotional affair People should not cheat emotionally because any form of cheating inevitably hurts a person’s partner and could also have repercussions that emotionally harm the cheater. An emotional affair is also referred to as an affair of the heart and can start as an innocent friendship that develops into something unexpected, or it can be started deliberately. Most affairs start when one partner is not having their needs met, whether they are emotional and/or physical, and they deliberately seek elsewhere to have their needs fulfilled. â€Å"All people want to be loved, acknowledged, validated, and needed. Humans want to be desired. If those needs aren’t met through their partner, they go online and find someone who meets their needs and begin cyber-cheating† (authorsden. com). Some of these needs may be sex or just meaningful conversation. Nevertheless, they are needs that are not being met. Even though emotional affairs can start as small friendships that have no intentions of evolving into anything more, they can be dangerous. Not all friendships leave a person wanting more than just a friendly relationship. It is healthy to have friends, even those of the opposite sex, but in moderation. Also, friendships should remain strictly platonic. However, a person’s partner should be their best friend. A person should be able/want to talk about anything and everything with their partner. Whether it is just a funny thing that happened during the day or a problem that needs to be dealt with at work. Just like physical cheating, there are signs of emotional infidelity. A person’s partner might pick a fight over something petty and meaningless, such as always being the one that has to take out the trash. There may be a withdrawal from and of intimacy, such as serious conversations. Maybe there is a lack of sexual intimacy or attraction. Sometimes there may be a sudden abundance of unexpected gifts, like jewelry. These are just some signs that can signify infidelity. Most of these signs manifest out of guilt. It is hard to neglect this purely natural human emotion and no matter how hard a person tries; guilt always manages to show itself one way or another. Emotional affairs almost always lead to physical ones. No matter how harmless a person believes that viewing pornography or secretly sending intimate emails or texts is, a person will be left desiring sexual satisfaction and they obviously do not desire to satisfy their urge with their partner, so they will inevitably seek to fulfill their needs elsewhere. Although 98 percent of Americans believe it’s wrong to have an affair, infidelity looms large in our marital world. Statistics vary greatly as to how widespread it is. Research estimates of how many husbands and wives are unfaithful range from 15 to 70 percent. In fact, one poll showed that over half would not consider virtual sex as having an affair. Another study cited infidelity as the number one reason (31 percent) for divorce. When infidelity strikes, there is a 65 percent chance that the marriage will end in divorce. As psychiatrist Frank Pittman believes, â€Å"There may be as many acts of infidelity in our society as there are traffic accidents. † Dr. Pittman claims that after being involved in seven thousand divorce cases in thirty-nine years, â€Å"I’ve seen only five established first marriages ending in divorce without somebody being unfaithful. Every year I think I’ve seen the sixth, but I wait, and sure enough the other man or woman surfaces even though they deny and deny and deny. † Regardless of any statistic, it is clear that infidelity is a common fear in any marriage. We should never minimize its potential or its danger (Neuman. 29). This does not only apply to marriages, it applies to any kind of romantic/intimate relationship there are no exceptions. No matter how strong a person believes their relationship is, infidelity is always a possibility. Emotional affairs are just as devastating as physical ones. Cheating is cheating. It should not matter how a person cheats, infidelity is heartbreaking to everyone. In a recent survey of 20 students at Bladen Community College, 11 people said that they would be more upset if they were cheated on emotionally, 12 admitted to cheating before, and 13 said that they had been cheated on. When asked which type of infidelity would upset them more, most responded that both would upset them but emotional would upset them more. However, all but one of the people that said they would be upset by both infidelities admitted to cheating. Matthew 5:28 says, â€Å"But I say to you that everyone who looks at a woman with lustful intent has already committed adultery with her in his heart† (Holy Bible). If a man or woman looks at another person in a lustful way but does not physically act upon their thoughts, it is considered emotional infidelity. People tend to not give emotional infidelity as much weight as physical because they do not tend to see it as much of a threat. However, when a person is the one being cheated on instead of being the cheater, their perspective changes and they become hypocritical. Matthew 7:12 says, â€Å"Do for others what you would like them to do for you. † So if a person cheats on others, that is an open invitation for others to cheat on them. If a person makes the decision to cheat on another person why should they be upset when they themselves get cheated on. Others who may disagree with this argument might say that emotional infidelity is necessary to keep a relationship going. Some might say that viewing pornography and fantasizing about being with another person satisfies their sexual urges and helps them remain with their partner. People that feel this way do not view their actions as cheating, most people see it has a type of therapy (Potter-Effron 49). Not all of us view the world or relationships the same way that others do, therefore, there are always bound to be arguments; people just have to do what works for them. Many people have claimed that they have found a full-proof way to affair-proof their relationship; but none have been proven to work. Often after an affair comes to light, outside observers will speculate unfairly and ignorantly that the betrayed wife must have been reluctant or inadequate in the bedroom, or that the husband of an unfaithful wife was spending too much time at work, and this explains the affair. Just as uninformed gossips often blame inadequacies or weaknesses in the betrayed partner, women are more prone than men to blame themselves for their partner’s infidelity. They think if only they had been more desirable (loving, available, competent, sexy, slender†¦), the affair would never have happened. This is what I call the Prevention Myth, which states that a loving partner and a good marriage will prevent affairs. This misconception is not supported by any research, even though it is commonly cited as fact on television shows and in popular books about how to affair-proof your marriage. Any advice based on this bad assumption and simplification of a complex issue is misleading. The fact is, sometimes an affair can be understood by exploring deficiencies in the marriage, but often it cannot. If you don’t examine all the factors that contribute to an affair, you cannot know. Sometimes the explanation is as simple as attraction, opportunity, and failure to follow precautions. Sometimes it is more complex than that (Glass 40). There will always be people that cheat. Whether their reason for cheating is just because they can or that they are unsatisfied with their current relationship. The best way to attempt to keep relationships strong is communication. Partners need to tell each other how they feel, about everything; if they feel unsatisfied or very satisfied with their relationship, either criticism could be helpful. Cheating hurts everyone involved, whether a person is the victim, cheater, or the other man/woman, it is wrong and people should not do it. People should take a step back and analyze themselves and past and present relationships and determine if they have ever been emotionally unfaithful. Also, commit to finding a way to have stronger relationships in the future. Each couple has a different unique relationship; therefore, each couple needs to find what is best for them. Annotated Bibliography Alexander, Stephany. â€Å"Emotional Infidelity: Top 10 Signs of Emotional Infidelity. authorsden. com. Web. 9 Nov. 2011. This source shows polls related to physical and emotional infidelity and signs of emotional infidelity. The source is reliable because Stephany Alexander is an author, relationship expert, dating expert and infidelity expert. I plan to use some of this information in my basic information and in my subtopic on warning signs of an emotional affair. Ambekar, Ashwini. â€Å"Phy sical Infidelity. † articleswave. com. 15 March 2009. Web. 9 Nov. 2011 This source shows statistics and signs of infidelity. This source is credible because the author is well-known and is a relationship expert. I plan to use some of this information in my subtopics how an emotional affair can lead to a physical affair and how an emotional affair can be just as devastating as a physical affair. Cain, Jessica. â€Å"Infidelity Survey. † Bladen Community College, Dublin, NC. November 2011. This is a survey I conducted asking people questions about their past encounters with infidelity and how they feel about the subject. This source is credible because I distributed thirty surveys to various people of different age and backgrounds. Glass, Shirley P. and Jean Staeheli. NOT â€Å"Just Friends. † New York. Free Press. 2004. Print This source provides a step-by-step guide helping its reader’s cope with infidelity and has quizzes that will help prevent partners from putting themselves in a situation that would put their relationship at risk. This source is reliable because the author is a licensed psychologist and a well-known author. I plan to use some of this information in my subtopic how an emotional affair differs from a friendship. Holy Bible. Print. The Bible is a collection of books, accepted by Christians as sacred and inspired by God, providing the basis for beliefs about spiritual matters and providing guidelines for moral living. Neuman, M. Gary. Emotional Infidelity: How to Affair-Proof Your Marriage and 10 Other Secrets to a Great Relationship. New York. Three Rivers Press. 2002. Print. This book is a guideline to a ten-week program developed by the author to transform and better a marriage relationship. This source is reliable because the author is well renowned and a licensed family counselor and Rabbi. I plan to use some of this information in my subtopic how to protect a relationship from an emotional affair. Potter-Effron, Ronald T. and Patricia S. Potter-Effron. The Emotional Affair: How to Recognize Emotional Infidelity and What to Do About It. Oakland. New Harbinger Publications. 2009. Print. This source is an option for couples to use when seeking to cope with and recover from partner’s emotional affair. I plan to use some of this information in my subtopic how to protect a relationship from an emotional affair.

Catch 22 Essays (819 words) - Yossarian, Orr, Catch-22, Bombardier

Catch 22 America has been involved in the cold war for years. The fear of communism is ruining lives. The country moves closer and closer to the Korean war. Joseph Heller's Catch 22 is published. 1963- College students are seen wearing army fatigues with "Yossarian" name tags. Reports are being made about a "Heller Cult". Bumper stickers are manufactured which read, "Better Yossarian then Rotarian". The phrase "Catch 22" has surfaced meaning a"no win situation" it is now an excepted word in the English dictionary. Such a dramatic change in opinion from the earlier, Pro-war society, it is obvious that Catch 22 had some impact on the anti-war movement of the 1960's-1970's. Not to say the book was the one reason the movement started, It was certainly a catalyst. A protest novel, Heller's story portrays the absurdity of bureaucracy, the stupidity of war, and the power they both have to crush the human spirit. Heller uses a war zone setting, to satirise society at large. He compares the commanding officers to Incompetent businessmen. "Don't mumble, and mumble "sir" when you do, and don't interrupt, and say "sir" when you do." Desiring promotion over every thing else, Colonel Cathcart keeps raising the number of missions the men of his squadron must fly. Even though the army says they need fly only forty, a bureaucratic trap called "Catch 22" says they can't go home at forty because they must obey their commanding officers. Much like the work place, the men are forced to go through endless amounts of red tape, which hardly gets them anywhere. Yossarian tries to pretend he is crazy to get out of fighting. He signs "Washington Irving" on letters he censors, and walks around naked for a couple of days. If someone is crazy he needs only ask and he can be dismissed from duty. Yet, one would be crazy to fly, and only a sane person would ask to stop, Yossarian is therefore not crazy and is ordered to continue flying his missions. Heller also demonstrates the effect war has on one's mind. All of the pilot's are coping (except Yossarian) with the war in different ways...The daredevil pilot, McWatt, loves to buzz his friend Yossarian's tent. Mess officer Milo Minderbender turns his job into an international black-market food syndicate. Lead Bombardier Havermeyer Zeros in on target's, no matter how much anti-aircraft peppers his plane. Yet the most crazy are the people in charge. A feud between two generals makes picture-perfect placement of bombs more important then actually hitting a target. The general in command is a recluse who orders his aide to let people in to see him only when he is out. The use of comparison is throughout the book, furthering the theme of military ignorance. Besides businessmen, the commanding officers act like insane gods, while Yossarian, is a sort of reluctant Achilles. No matter what the officers throw at him, he keeps on living. He is paranoid that his luck will someday run out. To drive home his ideas, Heller employs satire. He uses humour to convey situations which are utterly horrible, allowing Heller to poke fun at authority. . The reader can't help but be amused at the fact that Yossarian's parachute was taken from him in exchange for a share in Milo's franchise. Perhaps the most important aspect of the book, is the idea, that individuality is more important then dying for ones country. "A second ago you were stepping into college with your lungs full of fresh air. Today you are an old man....... You're inches away from death every time you go on a mission. How much older can you be at your age? A half minute before you were stepping into high school, ....... only a fifth of a second before that you were a small kid with a ten week summer vacation that lasted a hundred years and still ended to soon. Zip! They go rocketing by so fast. How the hell else are you ever going to slow down?" Yossarian does not believe in what he is fighting for, he thinks it's all crazy, There is no point of him fighting, he doesn't have a problem with anybody. This book questions the individual duties a person has to their country. Should they die for their country, or should they question the authority? Is something right, just because everybody says it is? By asking these questions, Mr. Heller was able to appeal to the youth of that day who were asking just the same questions.

Field Trip Essay Essay Example

Field Trip Essay Essay Example Field Trip Essay Essay Field Trip Essay Essay Our Saturday Activity Bridges! Jazmine Gomez My experience on the last field trip honestly made me very pensive and actually forced me to evaluate the different meanings of a â€Å"bridge. † Never had I thought of a bridge anything more than JUST a bridge. Simply something I or anyone else would use to cross over from one point to another simple. When the topic of a bridge was brought up the class before our fieldtrip I indefinitely didn’t really focus my attention onto what Professor Padilla was trying to set us up for. Once Saturday came along and we got the rubric while we were at Ruben F. Salazar Park in LA I stopped and focused. Where am I? And how could this not be one of multiple bridges I have crossed in just today? I thought about it more and more, once we reached Mariachi Plaza I realized that this too is another bridge. I finally came to the conclusion that everything in my life is a bridge. Any experience I go through, any place I visit, and person I meet, or any opportunity at hand is a bridge. A bridge in my opinion isn’t something that JUST connects one place to another but it is your fate. A bridge is an opportunity for life, to learn and experience. Whether that bridge is keeping you connected to something or it is keeping you apart from it. On Saturday as I crossed the LA River, later on did I go back and observed my emotions I felt as I crossed, and realized that at that moment I was connecting myself to different types of the LA World. On one side I saw more hardship, more people engaging, people walking, people LIVING, it all seemed like a big neighborhood. : While on the other side I felt more of an industrial feel, people working, people, on the go from one place or another, it felt as if it wasn’t about to stop at all times through the day there was no way it was ever going to stop, while on the other side some part of me felt as if that more â€Å"homey† side of LA, stopped at night and people took time to settle. I saw the difference between the two, and it was a bridge. I also felt a bridge in the connection with the people. I felt as if they thought we were strangers, as if we in a way didn’t really belong there? I guess I realized that when you live in a place like Anaheim Hills you’re blinded by things like poverty, people who are homeless, things like eating in hole-in-the-wall places with the most BOMB. COM sopes! The bridge I felt with the people, in a way, made me sad. I was quick to assume that they probably knew that we weren’t from there, that maybe, just maybe, we didn’t understand. Never had I felt that way before, and I had always gone to various parts of LA to be there with family or friends. . . There was something about that time that made me actually feel conscious of who I was and where I came from. I indefinitely saw the way people sometimes stared at us wondering who we were. At a point in time we had a couple people ask us: Where we came from? And why we were there? In this point in, I felt like the bridge was keeping me apart from the people who lived their lives there every day, in return I’m sure if they came and lived in the center of Anaheim Hills, they too would feel out of place and as if something was keeping them from connecting to the people that lived there. As a student I felt like I was reading a book learning about the different meanings of a bridge, the different possibilities of a bridge, and the things that bridge had to offer. As a young teen I felt myself in the middle of a bridge trying to connect with the people, the lifestyle, the surroundings, the customs, the art, and the people that passed by me as I walked with my classmates†¦ Overall, I’m grateful for bridges, they are the learning pieces that allow us to connect and disconnect with people, places, feelings, opportunities, etc.

RELATIONAL DATA MODEL Essay Example | Topics and Well Written Essays - 500 words

RELATIONAL DATA MODEL - Essay Example I use a Windows 7 operating system; therefore I used the Oracle developer client Program to connect to connect to the database. However, I experienced some challenges while using the command prompt to type the required commands. Additionally, I was not sure at which step am I supposed to create my user name and password that will allow me to connect to the database. After a few trials the connection was set and I was able to test the connection successfully. According to the connection steps and instructions this allowed me to connect to the database as a developer. Hence, I was logged in to the Sql developer environment. Viewing data and properties of any table involves selection of the table and selecting data to be able to view the records that are stored in the table. The properties such as constraints can also be viewed by selecting the constraints tab in the connections frame. Other properties can be viewed by selecting the appropriate tabs in the connections frame. Selection of data from a table in Oracle database is achieved by using queries. The SELECT statement is used to select data and records from a table or views. By using additional commands, selection can be narrowed down to specific criteria. The SELECT statement is simple to use but requires mastery of the syntax to be used , it has both the select list such as columns from a particular table and a source list that specifies the table from which the records and data are to be sourced. SELECT statement helped me to select all the columns from the Employee table. Selection of specific columns required mentioning the column names in the SELECT statement command. These data could also be narrowed down to specific items matching specific criteria. The process is simple but requires mastery of the syntax to be included in the SELECT statement. Data can be selected from several tables from the same database. The data can then be used for reporting purposes. The

Curriculum Specialist Paper Essay Example | Topics and Well Written Essays - 1000 words

Curriculum Specialist Paper - Essay Example In curriculum, the crucial part is the definition of the course objectives which are often expressed in terms of learning outcomes and normally includes the assessment strategy for the programme. These learning outcomes and assessments are often grouped into modules, therefore a curriculum comprises of a collection of such units, each specializing on a specific part of the curriculum. So, a typical curriculum would include modules on mathematics, languages, information technology together with more specialized provision. In the United States, the basic curriculum is established by each state with the individual school districts adjusting it to their desires. However, each state, builds its curriculum relying heavily on the input of national groups selected by the United States Department of Education, for example the National Council of Mathematics Teachers for mathematics instruction. Education in the United States is highly decentralized, and the federal government and Department of Education are not heavily involved in determining curriculum or educational standards. The job of centralization and coordination has been left to large private educational foundations. However, the primary function of the United States Department of Education is to formulate federal funding programs involving education and to enforce federal educational laws involved with privacy and civil rights. The quality of educational institutions and their degrees is maintained through an informal private process known as accreditation which the Department of Education has no direct public jurisdictional control over. Currently, there are thirty-nine curriculum specialists serving schools in South Carolina State. Basically, curriculum specialists have the following duties and responsibilities in the following areas: a) Curriculum planning and alignment, In curriculum planning and alignment they perform the following duties; Assisting the instructional staff and teachers in making curricular recommendations that reflect best practices to ensure high achievement, Assisting the school staff in developing a school curriculum guide or in revising the school's curriculum guide to ensure alignment to state and district standards, Engaging in collaborative curricular planning with the leadership team, Focusing on building curricular continuity across grade levels and courses, and Conducting periodic curricular alignment to ensure congruence with school and district goals. b) Curriculum instructional support, In curriculum instrumental support they perform the following duties; Providing direct support for building classroom curricular efforts; Taking

The Ballad of the White Horse Essay Example | Topics and Well Written Essays - 500 words

The Ballad of the White Horse - Essay Example These lines were quoted by leading journals which were carrying war news. The Lady appearing before Alfred tells him that there is nothing much to look forward to, if it is only comfort that he is desiring. Things would only get tougher and man has to keep fighting as evil would only return stronger each time to engulf. Earl Ogier of the Stone and Sling, a General in King Gurthrum's army sings these lines in reply to the sentimental songs sung earlier by another Earl Elf, and Prince Harold before him who sang of the pleasures of this earth. He refutes their songs in which they speak about gods and women. Here he says that when all the pleasures are enjoyed , in life there is only Hate left. Having grown old, men like him and King Guthrum know that there is no such thing as true love. Chesterton with his strong faith in Roman Catholicism writes such lines to underline the state of Hell in side the minds of men of no belief. There is only despair and no faith in God to relieve the despair. This is King Gurthrum's song which express the bleakness of his heart. He sings in reply to the songs of Ogier and Elf before him , that, by now men have grown up to realize that there is no comfort of truth in any of the fanciful tales of gods and youth. The cold truth is that even gods die; even the mightiest kingdoms are raced down.

The Stigma Associated With Mental Disorders Psychology Essay

The Stigma Associated With Mental Disorders Psychology Essay Many people believe that individuals with a disorder cannot function in society, whether its school, work, or relationships. Individual attitudes, judgments and beliefs play a hug role in reasons for stigma, mainly towards people with a mental disorder. Mental disorders are health conditions characterized by significant dysfunction in an individuals cognitions, emotions, or behavior that reflects a disturbance on the psychological, biological, or developmental processes underlying mental functioning, and are not considered part of normal development of an individuals culture (American Psychiatric Association 2012). No one can be certain that there are direct stigmas, but the majority of individuals can identify with feeling a certain way towards those with disorders. It is speculated that there is a more negative than positive attitude towards the mentally disordered and may actually feel that way on an unreliable basis. In order to really understand the reasons behind this, we have to understand things like self-stigmatization and public awareness and knowledge. Key aspects, other than stigma, have to be understood in order to grasp the reasons behind negative judgments against others. Stigma, as defined by Link and Phelan, is the co-occurrence of its components- labeling, stereotyping, separation, status loss, and discrimination-and further indicate that for stigmatization to occur, power must be exercised (2001). Power can come in many different forms, such as family, friends, media, and influential figures. Stigma is also most powerful when the disorder is considered as severe and is coupled with inappropriate environmental responses (ex. incongruous verbal remarks or erratic behavior) (Martin 2007). Stigma and its effects are distinguished into two forms, public and self-stigma. Public stigma perceives as individuals with a mental disorder as: being dangerous, being unpredictable, being difficult to talk with, having only themselves to blame, distrustful, being able to pull themselves together, an embarrassment, having a poor outcome and responding poorly to treatment (Crisp 2000; Martin 2007). In one study conducted through media influences, it was found that heavy exposure to the medias version of mental illnesses creates not only misinformation about crime and those who commit crime, but generates intolerance towards individuals with a mental illness and negatively impacts the publics opinion on mental health. Opposing this negative opinion, a companion study discovered that the majority of people with a mental illness never commit violent acts. Even though they are more likely to be the victim, the public overstresses their personal risk and the frequency of violence committed by individuals afflicted with mental disorders (Stuart 2006). It is this type of generalization that leads to self-stigma and distrust in those with mental disorders. Everyone has a different reaction to stigma. Some use it to empower their actions and apply it to treatment, while others are not affected by the stigma at all. Some people, on the other hand, internalize that stigma, and it becomes like a disease all its own. Stigma results in lowered self-esteem and self-efficacy (Watson, Corrigan, Larson, Sells 2007). Self-esteem is defined as varied and complex mental states pertaining to how one views oneself (Bailey 2003), while self- efficacy refers to a persons belief about ones ability to perform a specific behavior (LudÄ ne). To experience self-stigma, the person must be aware of the stereotypes that describe a stigmatized group (e.g., people with mental illness are to blame for their disorder) and agree with them. These two factors, though, are enough to be classified as self-stigma. The third factor that has to be included is application. The individual must apply stereotypes to ones self, I am mentally ill so I must be to blame fo r my disorder. This perspective represents self-stigma as a hierarchical relationship; a person with mental illness must first be aware of corresponding stereotypes before agreeing with them and applying self-stigma to themselves (Watson 2007). The public can view a person with a mental disorder in two ways, either positive or negative. During our research we predicted that there will be more negative thoughts than positive thoughts as the public views a person with a mental disorder. As previously defined, mental disorders are health conditions characterized by significant dysfunction in an individuals cognitions, emotions, or behavior. (American Psychiatric Association 2012). Mental disorders usually fall on Axis I of the Diagnostic and Statistical Manual- IV (DSM). The goal of our study is to examine the publics perceptions of mental illness and to determine how individuals with these mental problems recognize and seek help. Studies have shown that more than two thirds of people experience mental health problems. It is thought that lack of knowledge about mental illness, the stigma of mental illness, and ignorance about effective treatments play an important role in lack of treatment seeking. The study of public attitude s toward mental illness and persons with mental illness has mostly been the domain of mental health professionals, namely psychiatrists, psychologists, psychiatric social workers, academics in those related fields, and psychiatric programs directors and administrators. Deinstitutionalization, defined as replacement of long-stay psychiatric hospitals with smaller, less isolated community-based alternatives for the care of mentally ill people, and the problems associated with implementation of community-based mental health care brought mental illness into the public sphere. According to the survey results, a majority of Americans believe that the number of people with mental illness has increased over the past twenty years and that mental illness is a serious health problem in the United States. An impressive number of Americans report personal experience with mental illness and mental health professionals. Approximately sixteen percent of all survey respondents said that they have so ught the professional services of a psychiatrist, psychologist, or other mental health professionals. Americans believe that mental illness is caused by physical disturbances (such as a chemical imbalance in the brain) or environmental conditions (such as the stress of daily life or alcoholism/ drug abuse). Survey responses reveal that a majority of Americans agree that maintaining a normal life in the community will help a person with mental illness get better and that with treatment, most individuals with serious mental illness can get well and return to productive lives. In addition, pluralities of Americans do not agree that mental health facilities should be kept out of residential neighborhoods or that mental illness can never be cured. Furthermore, the vast majority of Americans do not agree that the best way to handle the mentally ill is to keep them behind locked doors. (Bornstein 1992). In conclusion, there is a lot of controversy over who has a mental illness and not, how people with mental illness should be treated in society, and if there should be locked up or not. Studies have stated that two thirds of people have a mental illness, but most will not seek help due to lack of knowledge or fear of being judged and labeled. This group of individuals lives healthy lives, have decent jobs, and most have healthy relationships. If these who have not labeled can, then some of the mentally ill that have been labeled should be able to also. But due to being labeled and judged they do not get the chance. If society as a whole would try to learn more about being mentally ill and how their judging and discriminating affects people with mental illness, society would work better together and the people who need professional help with their mental illnesses will no longer be fearful of being judged nor being locked up. Most Americans believe only people who have done something wrong should be locked up, but because of most mental patients being locked up in the past people are still fearful of this as being in their future if its known they have an illness. With knowledge and wiliness to be patient society can get lower the stigma and help reduce the fear of being ridiculed for being mentally ill.

Disability Case Study :: essays research papers

Disability Issues in the Public Workplace Eloise, a supervisor at the Federal Administration Agency (FAA), was faced with trying to ensure productivity when one of her workers became ill, and was not maintaining her level of work. Brenda, who had been a computer programmer for the Management Information Systems Support Division of the FAA for nine years, was diagnosed with breast cancer in January of 1991. She left work immediately to have an operation and to start treatments. Brenda was supposed to return to work after the medical procedure so Eloise reached out to her in February. Brenda stated that she did not feel up to it, that she would continue to use her sick leave and would return in March. Seeing that Brenda would not be back in the near future, Eloise asked the other workers in the office to â€Å"pitch in† and help pick up the slack in work due to her absence. To entice one employee to pitch in, she upgraded his work status from a GS7 to a GS9 (which is what Brenda’s status was) until Brenda returne d. In March, Brenda could not return to work on her scheduled date and had her medical leave extended until she became better accustomed to the chemotherapy treatments. Brenda returned to work on April 1st. She was apparently not up to speed and could not handle the work that was assigned to her. In addition, she stated that she needed some accommodations in order to stay at work. These accommodations included rest hours during the workday and the need to leave work early on certain days. Eloise allowed these accommodations. When Brenda started taking breaks and putting her feet up on her desk to relax, the other workers didn’t seem to mind, and they would even try to be quiet around her. Brenda felt like the other workers had changed their attitude towards her and â€Å"freeze up when she came into the room.† Eloise tried to explain that it would be natural for the others to feel uncomfortable around her and recommended that Brenda speak to Employee Counseling. Brenda refused and soon thereafter started to call in sick again. Even with Brenda’s return, the other workers still had to continue doing her work. The worker that Eloi se upgraded to a GS9 was returned to GS7 upon Brenda’s return. He refused to do Brenda’s work unless he was reinstated to GS9 status.